How does DSS justify extra time on tests for learning disabled students?
It seems unfair to the other students, who would probably improve their scores as well, if they were allowed additional time. Various factors account for the need for extra time on tests for learning disabled students. These include: • speed of processing • difficulty with the mechanics of spelling, punctuation, and syntax • visual perceptual deficits • reading comprehension deficits Research (UC Berkeley, and the University of Toronto, 1993) on the effects of extended time on exams has shown dramatic improvements for students with learning disabilities, but only marginal improvement for students without learning disabilities. Rather than providing learning disabled students with an unfair advantage over other students, extended time for exams allows these students to demonstrate their mastery of course objectives rather than reflect their learning disabilities.
